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Publications (6 of 6) Show all publications
Berg, M. (2016). Historielärares ämnesbiografier. In: Urban Claesson och Dick Åhman (Ed.), Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson. Möklinta: Gidlunds förlag
Open this publication in new window or tab >>Historielärares ämnesbiografier
2016 (Swedish)In: Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson / [ed] Urban Claesson och Dick Åhman, Möklinta: Gidlunds förlag, 2016Chapter in book (Other academic)
Place, publisher, year, edition, pages
Möklinta: Gidlunds förlag, 2016
Keywords
Historiedidaktik
National Category
History
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26477 (URN)9789178449613 (ISBN)
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2017-10-31Bibliographically approved
Irisdotter Aldenmyr, S. & Berg, M. (2016). Konstruktioner av samhällsorienterade ämnen i historiedidaktisk belysning (1ed.). In: SO-undervisning på mellanstadiet: Forskning och praktik (pp. 31-51). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Konstruktioner av samhällsorienterade ämnen i historiedidaktisk belysning
2016 (Swedish)In: SO-undervisning på mellanstadiet: Forskning och praktik, Malmö: Gleerups Utbildning AB, 2016, 1, p. 31-51Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016 Edition: 1
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23041 (URN)9789140692627 (ISBN)
Available from: 2016-09-08 Created: 2016-09-08 Last updated: 2017-10-31Bibliographically approved
Berg, M., Stolare, M., Samuelsson, J. & Schüllerqvist, B. (2015). Is a scientific basis for subject specific teaching possible?: The example of history education. Education: Opole University Annual, 1, 135-151
Open this publication in new window or tab >>Is a scientific basis for subject specific teaching possible?: The example of history education
2015 (English)In: Education: Opole University Annual, ISSN 2450-7121, Vol. 1, p. 135-151Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Opole: Instytut Nauk Pedagogicznych Uniwersytetu Opolskiego, 2015
Keywords
Historiedidaktik
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26476 (URN)
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2017-10-31Bibliographically approved
Berg, M. (2014). Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia. (Doctoral dissertation). Karlstad: Karlstad University Press
Open this publication in new window or tab >>Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia
2014 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
History Teachers' Subject Conceptions : The Conceptual Construction of History in School
Abstract [en]

This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.

Abstract [sv]

Vad är syftet med skolämnet historia och vad ska det innehålla? Det här är en doktorsavhandling där fokus sätts på lärares förståelse av skolämnet historia. Mer precist avgränsas syftet till att undersöka ämnesförståelsen hos nu verksamma historielärare. Särskild vikt läggs vid att identifiera centrala begrepp i lärarnas ämnesförståelse. Undersökningen bygger både på enkäter och intervjuer och tar sin utgångspunkt i fyra olika aspekter av historielärarnas ämnesförståelse som redovisas i separata studier. Den första aspekten är ämnesbiografisk och tar fasta på de faktorer lärarna menar har påverkat utvecklingen av deras ämnesförståelse. Den andra aspekten har sitt fokus på lärarnas förståelse av historieämnets övergripande syfte och innehåll. Den tredje aspekten handlar om hur lärarna tolkar inriktningen och innehållet i den nya ämnesplan som infördes i gymnasieskolan 2011. Den avslutande aspekten fokuserar på de ämnesredskap som blir synliga i de utsagor lärarna gör om innehållet i gymnasieskolans kurs Historia 1b.

Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2014. p. 325
Series
Karlstad University Studies, ISSN 1403-8099 ; 2014:6
Keywords
History, teaching and learning in history, history didactics, biography
National Category
History Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-15470 (URN)978-91-7063-535-9 (ISBN)
Public defence
2014-03-14, Föreläsningssal 4, Högskolegatan 2, Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-10-06 Created: 2014-09-11 Last updated: 2014-10-06Bibliographically approved
Berg, M. (2012). Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia (1ed.). In: Hans Lödén (Ed.), Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap (pp. 33-50). Karlstad: Karlstad University Press
Open this publication in new window or tab >>Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia
2012 (Swedish)In: Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap / [ed] Hans Lödén, Karlstad: Karlstad University Press, 2012, 1, p. 33-50Chapter in book (Other academic)
Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2012 Edition: 1
Series
Studier i de samhällsvetenskapliga ämnenas didaktik ; Nr 21
National Category
Social Sciences Didactics History
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-15492 (URN)978-91-7063-456-7 (ISBN)
Available from: 2014-09-11 Created: 2014-09-11 Last updated: 2014-10-02Bibliographically approved
Berg, M. (2010). Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia. (Licentiate dissertation). Karlstad: Karlstad University Press
Open this publication in new window or tab >>Historielärares historier: Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia
2010 (Swedish)Licentiate thesis, monograph (Other academic)
Alternative title[en]
History teachers' histories : Biography and conceptions of history among upper secondary history teachers
Abstract [en]

The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?

The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.

The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.

At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2010. p. 183
Series
Karlstad University Studies, ISSN 1403-8099 ; 2010:37
Keywords
History, history teaching, history didactics, biography, life history, image, concepts, pedagogical content knowledge, content knowledge, transformation.
National Category
History Didactics
Research subject
Utbildning och lärande
Identifiers
urn:nbn:se:du-15491 (URN)978-91-7063-328-7 (ISBN)
Presentation
2011-01-28, Högbergsskolans Aula, Bergsgatan 17, Ludvika, 11:00 (Swedish)
Opponent
Supervisors
Available from: 2014-10-06 Created: 2014-09-11 Last updated: 2014-10-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9541-2125

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